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In this paper, to handle the problem of the quick evolution of cyber-security attacks, we developed the iMonsters board game and proposed the attack and defense knowledge self-evolving algorithm. Three versions of the iMonsters were launched in 2013, 2017, and 2019, respectively. Accordingly, the cyber-security ontology can be refined by the ontology fusion-or-splitting procedure for the newly collected cyber-security incidents, as well as the roles and rules of the iMonsters can be refined by the gaming portfolio mining procedure for the collected portfolio. Furthermore, we conducted game-based learning (GBL), a quasi-experiment of pre/post-testing, and concept map testing using the iMonsters board game in a children's summer camp. The experimental results indicate that the students can acquire up-to-date cyber-security knowledge with the iMonsters better than students who learn in a traditional classroom setting, and the students' satisfaction with acquiring cyber-security knowledge with the instructional design of the iMonsters is better compared with learning in a traditional classroom setting. Satisfaction with the new version has continuously increased. Besides, the results of the in-depth interviews show that the new version was easier to learn. Thus, we may conclude that using the self-evolving iMonsters can improve learning effectiveness and participation in GBL. [ABSTRACT FROM AUTHOR]

The Defining Issues Test 2 (DIT-2) and Engineering Ethical Reasoning Instrument (EERI) are designed to measure ethical reasoning of general (DIT-2) and engineering-student (EERI) populations. These tools—and the DIT-2 especially—have gained wide usage for assessing the ethical reasoning of undergraduate students. This paper reports on a research study in which the ethical reasoning of first-year undergraduate engineering students at multiple universities was assessed with both of these tools. In addition to these two instruments, students were also asked to create personal concept maps of the phrase “ethical decision-making.” It was hypothesized that students whose instrument scores reflected more postconventional levels of moral development and more sophisticated ethical reasoning skills would likewise have richer, more detailed concept maps of ethical decision-making, reflecting their deeper levels of understanding of this topic and the complex of related concepts. In fact, there was no significant correlation between the instrument scores and concept map scoring, suggesting that the way first-year students conceptualize ethical decision making does not predict the way they behave when performing scenario-based ethical reasoning (perhaps more situated). This disparity indicates a need to more precisely quantify engineering ethical reasoning and decision making, if we wish to inform assessment outcomes using the results of such quantitative analyses. [ABSTRACT FROM AUTHOR]

Many science students struggle with using scientific language and making sense of scientific phenomena. Thus, there is an increased interest in science education research and public policy with regard to understanding and promoting scientific language use and sensemaking in science classrooms. However, there is a lack of comparative studies on how upper-secondary school students of different achievement and language levels use scientific language to make sense of phenomena. The aim of this study was to explore the relationship between achievement level, scientific language use, and sensemaking in chemistry for students being set a sensemaking task while constructing concept maps on the topic of chemical equilibrium. The concept maps were collected from five different upper-secondary schools in Sweden from two school systems (Swedish and International Baccalaureate). Using content analysis, these concept maps were examined for scientific language use as well as structuring of sensemaking. A majority of the students had difficulty structuring sensemaking in their concept maps, independently of achievement level. These difficulties included unstructured reasoning, symbolic representations being used as explanations, surface-level learning, and linear reasoning connected to rote learning. There appeared to be a connection between learning context and student individual structuring of sensemaking as expressed in the concept maps. The results also showed a clear relationship between scientific language use and achievement level in the student sample. The results indicate that the structuring of sensemaking and scientific language use are not always connected processes. In conclusion, teachers may need to adopt a teaching practice that includes directed and differentiated support for scientific sensemaking. [ABSTRACT FROM AUTHOR]

The present study investigates use of blended concept map technique applied to the thermodynamics in the second year of Mechanical engineering of University of Mumbai, India. Two studies have been designed. In one study, traditional teacher leaning was followed to learn the topic of thermodynamics and in another study, students taught the same topic with concept map using software. The present work shows that there is significant difference between test score of pre and posttests who uses concept maps. Students showed positive inclination towards use of concept maps. [ABSTRACT FROM AUTHOR]